ERIC Number: ED203576
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Explaining Reading Performance of Learninq Disabled Students.
Cooley, William W.; And Others
The explanatory observational study investigated the relationships among curriculum content, instructional activity, teachers' expectations and reading performance for 52 children in six primary grade classrooms for the learning disabled. The analysis illustrates the utility of structural modeling in clarifying the probable causal relationships among the five variables studied. The model explains over 80% of the variance in end of year reading performance and reveals the ways in which the explanatory variables influence each other. Such models which may explain student achievement are seen as necessary prerequisites to evaluating educational innovations. (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.